This study aims to develop and find out the quality of teaching materials in the form of teaching modules assisted by the geogebra program on transformational geometry lectures. The Geogebra-assisted transformation geometry module is structured systematically and accompanied by steps to solve transformation problems using Geogebra. This type of research is development research (Research and Development / R & D). The development model is 4D which consists of four stages, namely defining, designing, developing and disseminating. In this study, only three steps were carried out, namely the defining, the design, and the development stage. The research instrument is a module validation sheet. The product assessment was carried out by 3 validators consisting of 2 material experts and 1 media expert who was a lecturer in the mathematics education study program. The results showed that the assessment of the two validators of material experts on the geogebra-assisted transformation geometry module developed had an average total score of 3.38 with very good criteria, while for validators media experts had an average total score of 3.21 with very good criteria. Very good criteria from the results of the validation of media experts and material experts showed that the geometry module of geogebra-assisted transformation was valid and suitable for use as teaching material in lectures.
本研究旨在以教学模块的形式，以geogebra程序为辅助，开发并找出教材的质量。Geogebra辅助变换几何模块是系统地构建的，并伴随着使用Geogebra解决变换问题的步骤。这种类型的研究是开发研究(research and development / R & D)，其开发模式为4D，包括定义、设计、开发和传播四个阶段。在本研究中，只进行了三个步骤，即定义，设计和开发阶段。研究仪器为模块验证表。产品评估由3名验证者进行，其中包括2名材料专家和1名媒体专家，他们是数学教育研究项目的讲师。结果表明，材料专家对开发的geogebra辅助变换几何模块的两种验证者的平均总分为3.38分，评价标准很好;媒体专家对验证者的平均总分为3.21分，评价标准很好。媒体专家和材料专家的验证结果表明，geogebra辅助变换的几何模块是有效的，适合作为教材在课堂上使用。
{"title":"PENGEMBANGAN MODUL BERBANTUAN GEOGEBRA PADA PERKULIAHAN GEOMETRI TRANSFORMASI","authors":"Ratri Isharyadi, M. Ario","doi":"10.31970/GURUTUA.V1I1.2","DOIUrl":"https://doi.org/10.31970/GURUTUA.V1I1.2","url":null,"abstract":"This study aims to develop and find out the quality of teaching materials in the form of teaching modules assisted by the geogebra program on transformational geometry lectures. The Geogebra-assisted transformation geometry module is structured systematically and accompanied by steps to solve transformation problems using Geogebra. This type of research is development research (Research and Development / R & D). The development model is 4D which consists of four stages, namely defining, designing, developing and disseminating. In this study, only three steps were carried out, namely the defining, the design, and the development stage. The research instrument is a module validation sheet. The product assessment was carried out by 3 validators consisting of 2 material experts and 1 media expert who was a lecturer in the mathematics education study program. The results showed that the assessment of the two validators of material experts on the geogebra-assisted transformation geometry module developed had an average total score of 3.38 with very good criteria, while for validators media experts had an average total score of 3.21 with very good criteria. Very good criteria from the results of the validation of media experts and material experts showed that the geometry module of geogebra-assisted transformation was valid and suitable for use as teaching material in lectures.","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131360335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers
{"title":"PENGEMBANGAN HIGHER ORDER THINKING SKILLS DALAM PEMBELAJARAN MATEMATIKA DI SMP","authors":"Rafiq Badjeber, Jayanti Putri Purwaningrum","doi":"10.31970/GURUTUA.V1I1.9","DOIUrl":"https://doi.org/10.31970/GURUTUA.V1I1.9","url":null,"abstract":"21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131173876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is a descriptive study that aims to learn about the activities and abilities of students in learning real analysis. Subject in this study were students on semester VI of academic year 2016/2017. This research implement cooperative learning model through lesson study in real analysis subject that held in March and April 2017. Data was collected by planning, implementation, and reflection (see). This research was conducted to observe the increase in the activities and abilities of students in each cycle. The general-stage of this research is: (a) formulates student abilities, (b) observes research subjects, (c) performs data collection, (d) performs data analysis in each cycle, (e) performs discussion of analysis results, (f) performs the conclusions. Results of the study are (1) the activities of students using cooperative learning models through lesson study in the real analysis subjects are increasing; (2) the ability of students to solve real analysis problems are improved; (3) lecturer and student need to create good circumstances to motivate student; (4) Lecturer get suggestion from colleagues to improve the quality of learning. Keywords: Cooperative learning model, Lesson study, Activity, Analysis Real.
{"title":"IMPLEMENTASI LESSON STUDY PADA MATA KULIAH ANALISIS REAL PROGRAM STUDI PENDIDIKAN MATEMATIKA","authors":"Darma Ekawati, Jumarniati Jumarniati","doi":"10.31970/GURUTUA.V1I1.6","DOIUrl":"https://doi.org/10.31970/GURUTUA.V1I1.6","url":null,"abstract":"This research is a descriptive study that aims to learn about the activities and abilities of students in learning real analysis. Subject in this study were students on semester VI of academic year 2016/2017. This research implement cooperative learning model through lesson study in real analysis subject that held in March and April 2017. Data was collected by planning, implementation, and reflection (see). This research was conducted to observe the increase in the activities and abilities of students in each cycle. The general-stage of this research is: (a) formulates student abilities, (b) observes research subjects, (c) performs data collection, (d) performs data analysis in each cycle, (e) performs discussion of analysis results, (f) performs the conclusions. Results of the study are (1) the activities of students using cooperative learning models through lesson study in the real analysis subjects are increasing; (2) the ability of students to solve real analysis problems are improved; (3) lecturer and student need to create good circumstances to motivate student; (4) Lecturer get suggestion from colleagues to improve the quality of learning. \u0000 \u0000Keywords: Cooperative learning model, Lesson study, Activity, Analysis Real.","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128767439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of writing this article is to improve knowledge about the Indonesian Language Learning Strategy which can be useful for all parties in the future. This research uses literature review with data collection technique by using existing literature books. This article attempts to describe the concept of Indonesian language learning strategies using a learning approach, learning methods and techniques that are in accordance with the Education Unit Level Curriculum through the author's argument. The results of the literature review found that the learning management strategy is a component of the variables methods that deal with how the interaction between student with any other variables method. This Strategy relating to decision about organizational strategies and spesific delivery strategies used during the learning process. There are four classifications of variables strategies of learning management which include (1) scheduling the using of learning strategies, (2) making notes on student learning progress, and (3) motivational management, and (4) learning control. From the description above, it can be conclude in order to make indonesian language learning in the classroom interesting, so the teacher is expected to be able to carry out learning by applying/using appropriate learning strategies (methods and techniques). The strategy that must be adjusted to the basic competency and learning Indicators by involving students maximally learning activity.
{"title":"STRATEGI PEMBELAJARAN BAHASA INDONESIA DI ERAKURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)","authors":"Ridwan Laki","doi":"10.31970/GURUTUA.V1I1.7","DOIUrl":"https://doi.org/10.31970/GURUTUA.V1I1.7","url":null,"abstract":"The purpose of writing this article is to improve knowledge about the Indonesian Language Learning Strategy which can be useful for all parties in the future. This research uses literature review with data collection technique by using existing literature books. This article attempts to describe the concept of Indonesian language learning strategies using a learning approach, learning methods and techniques that are in accordance with the Education Unit Level Curriculum through the author's argument. The results of the literature review found that the learning management strategy is a component of the variables methods that deal with how the interaction between student with any other variables method. This Strategy relating to decision about organizational strategies and spesific delivery strategies used during the learning process. There are four classifications of variables strategies of learning management which include (1) scheduling the using of learning strategies, (2) making notes on student learning progress, and (3) motivational management, and (4) learning control. From the description above, it can be conclude in order to make indonesian language learning in the classroom interesting, so the teacher is expected to be able to carry out learning by applying/using appropriate learning strategies (methods and techniques). The strategy that must be adjusted to the basic competency and learning Indicators by involving students maximally learning activity.","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123133363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematics is one of the subjects that is unique in terms of problem solving. This is based on solving problems related to mathematics can be passed in various ways. This requires a spirit of creativity so that students can develop themselves into creative and innovative people in solving problems. In the learning process, teachers can use innovative learning approaches, strategies, models, or methods in the form of problem-based learning, one of the learning that reflects 21st century learning is PBL4C, is one of the innovative learning models that can provide learning conditions independently to students by directing students to work together (mutual cooperation) to solve a problem and of course the end result of this learning students are able to represent a work related to various problems in Mathematics. The application of PBL4C instructional activities is based on learning strategies involving semantic reasoning, case-based reasoning, analogical reasoning, causal reasoning, and inquiry reasoning. There are five phases of the implementation of problem-based learning, namely (1) orienting students to problems, (2) organizing students to learn, (3) guiding individual or group investigations, (4) developing and presenting work and (5) analyzing and evaluating processes solution the problem.
{"title":"KECAKAPAN SISWA BERMATEMATIKA MELALUI PENGUATAN PENDIDIKAN KARAKTER ABAD 21","authors":"Hartadi Gatot","doi":"10.31970/gurutua.v1i1.3","DOIUrl":"https://doi.org/10.31970/gurutua.v1i1.3","url":null,"abstract":"Mathematics is one of the subjects that is unique in terms of problem solving. This is based on solving problems related to mathematics can be passed in various ways. This requires a spirit of creativity so that students can develop themselves into creative and innovative people in solving problems. In the learning process, teachers can use innovative learning approaches, strategies, models, or methods in the form of problem-based learning, one of the learning that reflects 21st century learning is PBL4C, is one of the innovative learning models that can provide learning conditions independently to students by directing students to work together (mutual cooperation) to solve a problem and of course the end result of this learning students are able to represent a work related to various problems in Mathematics. The application of PBL4C instructional activities is based on learning strategies involving semantic reasoning, case-based reasoning, analogical reasoning, causal reasoning, and inquiry reasoning. There are five phases of the implementation of problem-based learning, namely (1) orienting students to problems, (2) organizing students to learn, (3) guiding individual or group investigations, (4) developing and presenting work and (5) analyzing and evaluating processes solution the problem.","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125630745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-22DOI: 10.31970/gurutua.v1i1.11
M. Marina, Indah Suciati
This study aims to find out whether the contextual learning approach is effectively applied to the learning process in the classroom seen from student achievement. The type of research used is quantitative experiment research with quasi-experimental research methods. The population of this study were all class VII SMP Negeri 3 Palu registered in 2018/2019 as many as 339 students. the sampling technique is purposive sampling which in sampling the researcher has certain considerations in taking the sample, in this study the researcher requires two classes that are homogeneous in their abilities and can represent the characteristics of the population. The results of learning achievement using a contextual approach obtained an average value of 84.5 while the class using the conventional method obtained an average value of 69.5. Based on the results of the calculation of paired sample test analysis, the t value was -46.934 with a significance of 0.000 <0.05 where there were differences in mathematics learning achievement of students taught using a contextual approach with students taught using conventional methods that were quite significant, with in other words there is the influence of the contextual approach to the achievement of students' social arithmetic mathematics learning
本研究旨在从学生的学习成绩来看，情境学习方法是否有效地应用于课堂学习过程。研究类型为定量实验研究，采用准实验研究方法。本研究的人群均为2018/2019年注册的7级SMP Negeri 3 Palu，多达339名学生。抽样技术是有目的的抽样，在抽样研究人员采取的样本有一定的考虑，在本研究中，研究人员需要两个类，他们的能力是均匀的，可以代表人口的特征。使用情境教学法学习成绩的班级平均得分为84.5，而使用常规教学法的班级平均得分为69.5。根据配对样本检验分析的计算结果，t值为-46.934，显著性为0.000 <0.05，表明情境教学法学生的数学学习成绩与常规教学法学生的数学学习成绩存在相当显著的差异，即情境教学法对学生社会算术数学学习成绩存在影响
{"title":"PENGARUH PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR MATEMATIKA ARITMATIKA SOSIAL SISWA KELAS VII SMP NEGERI 3 KOTA PALU","authors":"M. Marina, Indah Suciati","doi":"10.31970/gurutua.v1i1.11","DOIUrl":"https://doi.org/10.31970/gurutua.v1i1.11","url":null,"abstract":"This study aims to find out whether the contextual learning approach is effectively applied to the learning process in the classroom seen from student achievement. The type of research used is quantitative experiment research with quasi-experimental research methods. The population of this study were all class VII SMP Negeri 3 Palu registered in 2018/2019 as many as 339 students. the sampling technique is purposive sampling which in sampling the researcher has certain considerations in taking the sample, in this study the researcher requires two classes that are homogeneous in their abilities and can represent the characteristics of the population. The results of learning achievement using a contextual approach obtained an average value of 84.5 while the class using the conventional method obtained an average value of 69.5. Based on the results of the calculation of paired sample test analysis, the t value was -46.934 with a significance of 0.000 <0.05 where there were differences in mathematics learning achievement of students taught using a contextual approach with students taught using conventional methods that were quite significant, with in other words there is the influence of the contextual approach to the achievement of students' social arithmetic mathematics learning","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123326237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The type of this research is an experimental study with the application of video clips with assessment articles on micro teaching courses as an effort to provide experience to student participants to be able to master teaching skills to enter teaching reel in the implementation of field experience programs (PPL) in various schools. The training method used is to carry out the micro-learning process through taking pictures directly to each individual and then evaluating skills and acting through rubric process skills. The results of the evaluation of the implementation are given in percent. If the participant has not reached a minimum assessment standard of 85%, it must be repeated until it reaches that standard. Achievement of values obtained through the application of video clips and rubric assessment of process skills will be compared with other students who micro-learning does not use both of these things. Comparison of observations on the mastery of process skills from the two student groups is the basis of calculations in drawing conclusions.
{"title":"APLIKASI VIDEO KLIP DENGAN RUBRIK PENILAIAN TERHADAP PENINGKATAN KETERAMPILAN PROSES PADA PEMBELAJARAN MICRO TEACHING MAHASISWA PROGRAM STUDI BIOLOGI","authors":"A. Rauf","doi":"10.31970/gurutua.v1i1.8","DOIUrl":"https://doi.org/10.31970/gurutua.v1i1.8","url":null,"abstract":"The type of this research is an experimental study with the application of video clips with assessment articles on micro teaching courses as an effort to provide experience to student participants to be able to master teaching skills to enter teaching reel in the implementation of field experience programs (PPL) in various schools. The training method used is to carry out the micro-learning process through taking pictures directly to each individual and then evaluating skills and acting through rubric process skills. The results of the evaluation of the implementation are given in percent. If the participant has not reached a minimum assessment standard of 85%, it must be repeated until it reaches that standard. Achievement of values obtained through the application of video clips and rubric assessment of process skills will be compared with other students who micro-learning does not use both of these things. Comparison of observations on the mastery of process skills from the two student groups is the basis of calculations in drawing conclusions.","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"39 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132634762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-22DOI: 10.31970/gurutua.v1i1.12
H. Hartati, Idrus Idrus
This research aims to describe the findings about to the use of diction in the narrative essay and then will be used as a source of student learning. The research used qualitative method. The method of data collection is document techniques. This research was conducted by describing the use of diction, especially the accuracy of the use of diction with seven requirements for the accuracy of diction. From the results of the analysis conducted by researchers, 26 of the 13 narrative essays of students were obtained. Of the seven types of diction requirements that were analyzed found five inaccuracies in the use of diction namely 1) Synonyms words, 2) Use of general words and special words, 3) Use of connotative and denotative words, 4) Use of sense words, 5) Continuity of word choices , and from the data obtained, there are also those that are not found according to the requirements for accuracy of diction, namely 1) Abstract and Concrete Words 2) Use of foreign words and terms
{"title":"DIKSI PADA KARANGAN NARASI SISWA KELAS VIII C MTs. ALKHAIRAAT KALUKUBULA","authors":"H. Hartati, Idrus Idrus","doi":"10.31970/gurutua.v1i1.12","DOIUrl":"https://doi.org/10.31970/gurutua.v1i1.12","url":null,"abstract":"This research aims to describe the findings about to the use of diction in the narrative essay and then will be used as a source of student learning. The research used qualitative method. The method of data collection is document techniques. This research was conducted by describing the use of diction, especially the accuracy of the use of diction with seven requirements for the accuracy of diction. From the results of the analysis conducted by researchers, 26 of the 13 narrative essays of students were obtained. Of the seven types of diction requirements that were analyzed found five inaccuracies in the use of diction namely 1) Synonyms words, 2) Use of general words and special words, 3) Use of connotative and denotative words, 4) Use of sense words, 5) Continuity of word choices , and from the data obtained, there are also those that are not found according to the requirements for accuracy of diction, namely 1) Abstract and Concrete Words 2) Use of foreign words and terms","PeriodicalId":373535,"journal":{"name":"Guru Tua : Jurnal Pendidikan dan Pembelajaran","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122749653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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